Teaching Students Who Struggle With Learning to Think Before, While, and After Reading: Effects of Self-Regulated Strategy Development Instruction

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expos...

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Bibliographic Details
Published inReading & writing quarterly Vol. 29; no. 2; pp. 124 - 144
Main Author Mason, Linda H.
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Group 01.04.2013
Routledge
Taylor & Francis Ltd
Subjects
Cognitive Processes
Direct Instruction
Disabilities
Elementary School Students
Grade 4
Grade 5
Grade 7
Grade 8
Instructional Effectiveness
Integrated Activities
Language Acquisition
Low Achievement
Middle School Students
Progress
Reading Comprehension
Reading Instruction
Reading Research
Reading Strategies
Self control
Self Management
Vocabulary Development
Writing Instruction
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Summary:Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading, think While reading, think After reading (TWA) strategy, by integrating instruction for writing, language development, and prompted discourse into the instructional framework. Researchers have found positive performance effects following SRSD for TWA instruction across reading comprehension and language measures, oral and written summarization, oral and written retelling, and informative essay writing. Findings from 8 empirical studies have provided insights for research and practice.
ISSN:1057-3569
1521-0693
DOI:10.1080/10573569.2013.758561